高级中学教师资格考试英语学科知识与教学能力模拟题题库(含答案)

高级中学教师资格考试英语学科知识与教学能力模拟题题库(含答案)一、单项选择题（本大题共15小题，每小题2分，共30分）在每小题列出的四个备选项中选择一个最佳答案，错选、多选或未选均无分。1.Whichofthefollowingwordsisformedthroughblending?A.UnhappyB.BrunchC.EditD.Books2.Whichofthefollowingpairsofwordsaregradableantonyms?A.Alive—DeadB.Hot—ColdC.Above—BelowD.Present—Absent3.Whenaspeakersays“Itisreallycoldinthisroom”tohintthelistenertoclosethewindow,thisutteranceperformsa(n)______.A.locutionaryactB.illocutionaryactC.perlocutionaryactD.directspeechact4.Whichofthefollowingrhetoricaldevicesisusedinthesentence“Thepenismightierthanthesword”?A.MetonymyB.SimileC.PersonificationD.Hyperbole5.WhichofthefollowingerrorsbelongstointerlingualerrorcausedbyL1negativetransfer?A.Igototheparkyesterday.B.Hedonotlikedrinkingcoffee.C.IverylikereadingEnglishnovels.D.Sheteachedmehowtosolvetheproblem.6.AccordingtoGeneralSeniorHighSchoolEnglishCurriculumStandards(2017Edition,revisedin2020),whichofthefollowingisnotincludedinthefourcorecompetenciesofEnglishsubject?A.LanguageabilityB.ThinkingqualityC.CulturalawarenessD.Learningstrategy7.GeneralSeniorHighSchoolEnglishCurriculumStandards(2017Edition,revisedin2020)pointsoutthattheoverallgoalofseniorhighschoolEnglishcurriculumistocultivateanddevelopstudents’______thatmeettheneedsofsocialdevelopmentinthenewera.A.corecompetenciesofEnglishB.comprehensivelanguageabilityC.independentlearningabilityD.cross-culturalcommunicationability8.WhichofthefollowingisthetheoreticalbasisofAudiolingualMethod?A.StructurallinguisticsandbehavioristpsychologyB.Transformational-generativelinguisticsandcognitivepsychologyC.FunctionallinguisticsandsociolinguisticsD.Humanisticpsychologyandconstructivism9.Whichofthefollowingteachingmethodsemphasizesstudent-centeredness,respectsindividualemotionalneeds,andattachesthemostimportancetomeaningincommunication?A.GrammarTranslationMethodB.AudiolingualMethodC.TotalPhysicalResponseD.CommunicativeLanguageTeaching10.InthePWPmodelofreadingteaching,whatisthemajoractivityinthepre-readingstage?A.Teachnewwordsanddifficultsentences,analyzetextstructureB.GuidestudentstopredicttextcontentandactivatebackgroundknowledgeC.CultivateskimmingandscanningskillstoobtainspecificinformationD.Organizestudentstodiscussrelatedtopicsandoutputlanguage11.Whichofthefollowingisthecorrectorderofthebasicstepsofprocess-orientedapproachinwritingteaching?A.Preparation—Outlining—Drafting—RevisionB.Outlining—Preparation—Revision—DraftingC.Preparation—Drafting—Revising—PublishingD.Outlining—Drafting—Revision—Preparation12.WhichofthefollowingdoesnotbelongtoformativeassessmentinEnglishteaching?A.DailyclassroomquestioningB.UnitquizC.FinaltermexaminationD.Learningportfolio13.Whichofthefollowingcorrectionmethodsbelongstoindirectcorrection?A.Teachersaysdirectly:“No,that’swrong.Youshouldsay‘Iwenttotheparkyesterday’.”B.Teacherrepeatsthestudent’soutput“Igototheparkyesterday?”witharisingtonetoremindthestudentofthemistake.C.Teacherinvitesotherstudentstopointoutandcorrectthemistake.D.Teacherwritesthecorrectsentenceontheblackboarddirectlyforstudentstocheck.14.Accordingtothecurrentcurriculumstandards,seniorhighschoolEnglishcurriculumisdividedintothreecategories:compulsorycourse,selectivecompulsorycourseandelectivecourse.Whichofthefollowingdescriptionsofselectivecompulsorycourseiscorrect?A.Itisacoursethatallseniorhighschoolstudentsmusttake,aimingtohelpallstudentsmeetthebasicrequirementsofacademicqualitystandards.B.Itisacoursethatstudentschoosetotakeaccordingtotheirpersonalneedsandrequirementsofcollegeentranceexamination,tomeetdifferentdevelopmentneedsandprepareforfurtherstudy.C.Itisacourseindependentlyofferedbytheschoolandchosenindependentlybystudents,aimingtomeettheneedsofpersonalizeddevelopmentofstudents.D.Itisanexpansioncoursethatexpandsstudents’internationalvisionandimprovesstudents’culturalliteracy.15.Inlisteningteaching,afterstudentslistentoapassage,theteacherasksstudentstoanswer“Whatisthemainideaofthepassage?”Whichofthefollowinglisteningmicro-skillsdoesthisquestiontrain?A.PhonemerecognitionB.ObtainingspecificinformationC.GraspingthegistD.Inferringspeaker’sintention参考答案及解析1.【答案】B解析：构词法中，拼缀法（blending）是指将两个单词各取一部分拼接形成新词，brunch是由breakfast和lunch拼缀而成，符合题意。A选项unhappy是派生法（derivation），通过添加前缀un-构成；C选项edit是逆构法（back-formation），由editor去掉后缀逆生而成；D选项books是屈折变化（inflection），仅添加复数后缀改变语法功能，不构成新词。因此本题选B。2.【答案】B解析：反义关系分为等级反义（渐变反义）、互补反义和反向反义。渐变反义的特点是两个词之间存在中间等级，语义是相对的，hot和cold之间存在cool,warm等中间语义，属于渐变反义。A选项alive和dead、D选项present和absent属于互补反义，非此即彼，没有中间状态；C选项above和below属于反向反义，体现两个实体之间的反向位置关系。因此本题选B。3.【答案】B解析：奥斯汀的言语行为理论将言语行为分为三类：言内行为（locutionaryact）是指说出有意义的话语本身的行为；言外行为（illocutionaryact）是指说话人通过话语实现隐含的交际意图；言后行为（perlocutionaryact）是指话语对听话人产生的影响。题干中说话人通过说“房间冷”表达关窗的交际意图，属于言外行为。直接言语行为是指说话人直接明确表达自身意图，本题中是间接表达意图，因此D错误。因此本题选B。4.【答案】A解析：转喻（metonymy）是指用一个事物的名称代指与之相关的另一个事物，题干中pen代指文字、著作、舆论力量，sword代指武力、战争，属于转喻。B选项明喻（simile）是用like或as等比喻词明确比喻，如Sheisasprettyasaflower；C选项拟人（personification）是给无生命事物赋予人的特征，如Thewindwhispered；D选项夸张（hyperbole）是故意放大语义，如I’vetoldyouathousandtimes。因此本题选A。5.【答案】C解析：二语习得中的错误分为语际错误（interlingualerror）和语内错误（intralingualerror），语际错误是由母语负迁移导致的错误，语内错误是学习者对目的语规则掌握不足，过度泛化导致的错误。C选项IverylikeEnglish错误来自汉语表达“很喜欢”的迁移，英语中like...verymuch是正确结构，因此属于语际错误。A选项错误是过去式规则泛化，忘记go变成went；B选项错误是第三人称单数规则泛化，助动词do没有变成does；D选项错误是过去式规则泛化，teach变成过去式错误加-ed，三个选项都属于语内错误。因此本题选C。6.【答案】D解析：高中英语学科核心素养包括四个部分：语言能力、文化意识、思维品质、学习能力。学习策略不属于核心素养的组成部分，因此本题选D。7.【答案】A解析：2017版2020修订的高中英语课标明确提出，高中英语课程以培养学生英语学科核心素养为总目标，落实立德树人根本任务。综合语言能力是旧版课标的总目标，因此A正确，B错误。因此本题选A。8.【答案】A解析：听说法（AudiolingualMethod）诞生于20世纪中期的美国，理论基础是结构主义语言学和行为主义心理学，强调句型操练，通过刺激-反应-强化形成语言习惯，因此A正确。B是认知法的理论基础，C是交际法的理论基础，D是人本主义教学法的理论基础。因此本题选A。9.【答案】D解析：交际语言教学法（CommunicativeLanguageTeaching）以功能意念为纲，以培养交际能力为目标，强调以学生为中心，尊重学生的情感需求，强调交际中意义的传达，因此D正确。语法翻译法以教师为中心，侧重语法讲解和翻译；听说法强调句型操练，注重语音语法准确性；全身反应法强调通过身体动作学习第二语言，侧重入门阶段教学。因此本题选D。10.【答案】B解析：PWP阅读教学模式分为三个阶段：读前（pre-reading）、读中（while-reading）、读后（post-reading）。读前阶段的核心任务是激活学生已有背景知识，激发阅读兴趣，预测文本内容，降低阅读难度，因此B正确。A和C是读中阶段的任务，D是读后阶段的任务。因此本题选B。11.【答案】C解析：过程写作法（process-orientedapproach）认为写作是一个循序渐进的创作过程，核心步骤包括：写前准备（pre-writingpreparation）、打草稿（drafting）、修改校订（revising）、分享发表（publishing），因此正确顺序为C选项。结果写作法更侧重提纲、草稿、修改的成品导向，因此A是结果写作法常见步骤。因此本题选C。12.【答案】C解析：形成性评价是在教学过程中实施的，旨在了解学生学习进展、发现教学问题、改进教学的评价方式，包括课堂提问、单元测验、学习档案袋、作业评价等。终结性评价是在一个学期或一个教学阶段结束后实施的，旨在评定学生学习成绩的评价，期末考试属于典型的终结性评价，因此本题选C。13.【答案】B解析：间接纠错是指教师不直接指出错误，而是通过语调提示、重复错误、提问引导等方式提示学生自己发现并纠正错误，目的是保护学生表达的自信心，培养学生自我纠错的能力，B选项中教师用升调重复学生的错误句子，提示学生发现问题，属于间接纠错。A、D都是直接给出正确答案，属于直接纠错；C属于同伴纠错，不属于间接纠错的范畴。因此本题选B。14.【答案】B解析：新课标中对三类课程的定位是：必修课程是全体高中学生必须修习的课程，旨在达到学业质量的基本要求，对应A选项；选择性必修课程是学生根据个人需求和升学考试要求选择修习的课程，为升学发展做准备，对应B选项；选修课程是学校自主开设，学生自主选择修习的课程，满足学生个性化发展需求，拓展学生视野，对应C、D选项。因此本题选B。15.【答案】C解析：mainidea是主旨大意，提问主旨大意主要训练学生抓住语篇核心大意的听力微技能，因此C正确。A是辨音能力，针对发音识别；B是获取具体细节信息，如时间、地点、数字等提问；D是推断隐含意图，针对说话人态度、隐含目的提问。因此本题选C。二、简答题（本大题共1小题，共20分）简述高中英语教学中培养学生跨文化交际意识与能力的主要途径。参考答案培养学生跨文化交际意识与能力，是落实高中英语学科核心素养中文化意识培养目标的核心要求，主要可以通过以下途径开展：第一，依托教材语篇，融入文化内容讲解，挖掘语篇中的文化内涵。高中英语教材中的语篇涵盖了不同国家、不同领域的文化内容，教师在教学中不能只讲解语言知识，要结合语篇主题，系统呈现目的语文化的内涵，对比中华优秀文化和目的语文化的异同，引导学生理解文化差异，尊重文化多样性，树立正确的文化观。例如，在讲解西方节日主题的语篇时，可以对比中西方传统节日的起源、庆祝方式和文化内涵，引导学生理解不同文化背后的价值追求，同时加深对中华传统节日文化的认同。第二，创设真实的跨文化交际情境，开展互动性交际活动。跨文化交际能力是在实践中培养出来的，教师要结合教学内容，创设贴近真实生活的跨文化交际场景，组织角色扮演、模拟跨文化谈判、模拟文化分享会等活动，还可以借助互联网资源，组织学生和国外同龄学生开展线上交流活动，让学生在真实的互动中体验跨文化交际的规则，学习解决跨文化冲突，提升跨文化交际的敏感度和适应性。第三，开展拓展性文化实践活动，引导学生自主探究文化。教师要打破课堂教学的边界，组织丰富的课外文化实践活动，比如推荐适合高中学生水平的英文原版读物、经典电影，组织英语文化节、文化专题探究项目、文化演讲比赛等，引导学生自主探究不同文化的特点，对比不同文化的异同，同时引导学生学习用英语讲好中国故事，传播中华优秀文化，提升文化自信和跨文化传播能力。例如，组织“ChineseTeaCulture”主题探究活动，让学生自主收集资料，用英语制作海报，向全班展示中国茶文化，既锻炼了语言能力，也提升了跨文化传播意识。第四，在语言技能训练中系统性渗透文化意识培养。跨文化意识的培养不是独立于语言技能教学之外的额外任务，要融入听、说、读、写、看每一个技能的教学过程中。在听力教学中，引导学生关注不同交际场合的用语规范和文化隐含；在阅读教学中，引导学生挖掘语篇背后的文化价值观；在口语教学中，引导学生掌握符合文化习惯的交际用语；在写作教学中，引导学生根据不同文化背景调整写作风格，学会用地道的英语介绍中国文化。第五，发挥评价的导向作用，将跨文化交际能力纳入评价体系。教师要在形成性评价中增加对学生文化素养、跨文化交际表现的评估权重，引导学生重视跨文化能力的提升，例如在学习档案袋中加入学生文化探究活动的成果，在课堂表现评价中加入对学生文化意识表现的评价，从而推动学生主动提升自身跨文化交际能力。三、教学情境分析题（本大题共1小题，共30分）材料：某高中英语教师在讲授人教版必修第一册Unit3SportsandFitness的阅读课LivingLegends时，设计了如下教学活动：1.Pre-reading:Playthehighlightvideoof2022BeijingWinterOlympicGames,showthepicturesofLangPingandMichaelJordan,thenaskstudents“Doyouknowthem?Whatdoyouknowabouttheirachievements?”toguidestudentstohaveafreediscussion,thenintroducethetopicofthetext.2.While-reading:First,askstudentstoskimthewholetextquicklytofillinablanksinatable,whichrequiresstudentstosortoutbasicinformationofthetwosportslegends,includingname,mainachievementsandpersonalqualities.Second,askstudentstoreadthetextcarefullyparagraphbyparagraph,answerthedetailedquestionsdesignedbytheteacherinadvance,suchas“WhyisLangPingregardedasalivinglegend?”,guidestudentstofindsupportingdetailsinthetext,atthesametime,explaincorevocabularysuchaslegend,medal,champion,determined,andanalyzethestructureandmeaningofdifficultlongsentencessuchas“KnownastheIronHammer,LangPingbroughthonorandglorytoourcountry”.Third,organizestudentstodiscussingroups“Whatqualitiesdothesetwolivinglegendsshare?”toguidestudentstoextractandsummarizecommonpersonalitiesofoutstandingathletes.3.Post-reading:Organizeaclassdebate“Whoisthelivinglegendofsportsinyourheart?Why?”,requirestudentstousethevocabularyandsentencepatternslearnedinthetexttoexpresstheiropinions.Finally,theteachersummarizesthespiritofstruggle,persistenceanddedicationofoutstandingathletes,andguidesstudentstoestablishcorrectoutlookonsportsandlife.请根据以上教学材料，回答下列问题：(1)WhatteachingconceptsofthecurrenthighschoolEnglishcurriculumstandardsdoesthisteacher’steachingdesignreflect?(15分)(2)Whatenlightenmentdoesthisteacher’sactivitydesignbringtoseniorhighschoolEnglishreadingteaching?(15分)参考答案(1)ThisteachingdesignfullyreflectsthecoreteachingconceptsofthecurrenthighschoolEnglishcurriculumstandards,whicharespecificallyreflectedinthefollowingaspects:First,itreflectstheconceptofcorecompetency-orientededucation.TheoveralldesignoftheteachingactivitiesfocusesonthedevelopmentofthefourcorecompetenciesofEnglish:languageability,culturalawareness,thinkingqualityandlearningability.Inthewholeprocess,studentstrainreadingskills,learnlanguageknowledge,andimprovelanguageabilitythroughlayeredreadingactivities;thediscussionofthespiritualqualityofathletesandthefinalguidanceofvaluescultivatestudents'correctculturalawarenessandvalues;theactivitiesofsortingoutinformation,summarizingqualitiesanddebatingcultivatestudents'logicalthinkingandcriticalthinking;groupdiscussionandgroupdebatealsocultivatestudents'cooperativelearningability,whichmeetstherequirementsofthedevelopmentoflearningability.Second,itreflectstheteachingconceptof"student-oriented,teacher-led".Allactivitiesinthewholeteachingprocessarebasedonstudents'activeparticipation,frompre-readingdiscussion,while-readinginformationsorting,groupdiscussiontopost-readingdebate,studentsarethemainbodyoflearning,theteacheronlyplaystheroleoforganizer,guideandhelper,fullymobilizestudents'initiativeandenthusiasminlearning,whichconformstothemodernteachingconceptofstudent-centered.Third,itreflectstheconceptofgradualandpracticalteachingthatconformstocognitivelaws.Theactivitydesigniscarriedoutstepbystepfromshallowtodeep:pre-readingstimulatesinterestandactivatesbackgroundknowledge,while-readingcarriesoutlayeredtrainingfromquickreadingtogetthegeneralideatointensivereadingtograspdetails,thentoin-depthdiscussionofthetheme,post-readingcarriesoutoutputtransferfromlanguageinputtolanguageoutput,thewholeprocessconformstothecognitivelawofseniorhighschoolstudents,andintegratesthetrainingoflistening,speaking,readingandviewingskills,reflectingthecomprehensivenessandpracticalityofteaching.Fourth,itreflectstheteachingconceptoftheunityofinstrumentalityandhumanity,andimplementsthefundamentaltaskoffosteringvirtuethrougheducation.Thisdesignnotonlycompletestheteachingobjectivesofreadingskillstrainingandlanguageknowledgelearning,butalsofullytapsthehumanisticvalueofthetext,combinesthethemeofsportslegends,guidesstudentstolearntheexcellentqualitiesofoutstandingathletes,establishesacorrectoutlookonlifeandvalues,givesfullplaytotheeducationalfunctionofEnglishcourses,andrealizestheunityofinstrumentalityandhumanityofEnglishcourses.(2)ThisactivitydesignbringsthefollowingenlightenmenttoseniorhighschoolEnglishreadingteaching:First,readingteachingshouldbuildalayeredteachingprocessthatconformstocognitiverules.Thepre-readingwhile-readingpost-readingPWPmodeadoptedbythisteacherconformstothelogicallawofreadingteaching.Pre-readingstimulatesinterestandactivatesbackgroundknowledge,reducesthedifficultyofsubsequentreading;while-readingcarriesoutlayeredtrainingfromoverallperceptiontodetailunderstandingtodeepthinking,whichhelpsstudentsgraduallycompletethereadingtask;post-readingcarriesoutoutputtransfertopromotetheinternalizationofknowledge,whichisworthyofreferenceformostreadingteaching.Second,readingteachingshouldcombinelanguagelearningwiththinkingdevelopment.Thisdesigndoesnotstayatthelevelofexplaininglanguageknowledgeandcheckingdetailedunderstanding,butdesignsin-depththematicinquiryactivitiessuchasgroupdiscussionanddebateonthebasisofunderstandingthetext,guidesstudentstothinkdeeply,extractscoreviews,andeffectivelypromotesthedevelopmentofstudents'logicalthinkingandcriticalthinking.Readingteachingshouldavoidthetendencyof"emphasizingknowledgeandneglectingthinking",andpayattentiontothecultivationofhigh-levelthinking.Third,readingteachingshouldfullytapthehumanisticvalueofthetextandimplementthegoalofmoraleducation.Thisdesigncombinesthethemeofthetexttoguidestudentstolearntheexcellentspiritofathletes,establishcorrectvalues,andgivesfullplaytotheeducationalfunctionofthetext.Readingteachingshouldnotonlyteachlanguageskills,butalsocombinethethemeofthetexttoexploreitshumanisticconnotation,integratevalueguidanceintolanguageteaching,andrealizethefundamentaltaskoffosteringvirtuethrougheducation.Fourth,readingteachingshouldintegratemultiplelanguageskillstopromotetheall-rounddevelopmentofstudents'languageability.Thisdesignintegratestheskillsofviewing(watchingvideo),speaking(discussion,debate)andreading,organicallycombinesinputandoutput,enablesstudentstoconsolidatethelearnedlanguageknowledgeinoutputactivities,andpromotesthetransformationofknowledgeintoability.Readingteachingshouldbreakthetraditionofonlyfocusingonreadingability,integratemultipleskills,andpromotetheall-rounddevelopmentofstudents'languageability.Fifth,readingteachingshouldconnectthethemewithstudents'reallifetostimulatestudents'participationenthusiasm.Thepost-readingdebateactivity"Whoisthelivinglegendofsportsinyourheart"designedbytheteacheriscloselycombinedwithstudents'lifeexperience,enablingstudentstohavesomethingtosayandwillingtoexpress,whicheffectivelymobilizesstudents'participationenthusiasm.Readingteachingshouldavoidbeingseparatedfromstudents'life,combinethetextthemewithstudents'reallifeexperience,designactivitiesthatareinterestingandrelatedtolife,andimprovestudents'learningexperience.四、教学设计题（本大题共1小题，共40分）阅读下面的材料，按照要求完成教学设计。材料：人教版高中英语必修第一册Unit1TeenagerLife阅读文本节选：FromJuniorHightoSeniorHighGoingfromjuniorhighschooltoseniorhighschoolisareallybigchallenge.Thefirstweekwasalittleconfusing.First,IhadtothinkverycarefullyaboutwhichcoursesIwantedtotake.Theschooladviserhelpedmechoosethesuitableones:maths,English,chemistry,worldhistory,andChinese.IknowthatChineseisaverydifficultlanguage,butIhopetobefluentwhenIgraduate.MyadviserrecommendedthatIshouldsignupforadvancedliteraturebecauseIlikeEnglishandI’mgoodatit.Second,Ihadtogetusedtothenewschoolenvironment.Ineedtospendextrahoursonmyhomeworkeveryday,andIalsomadealotofnewfriends.Ijoinedthefootballclub.Thecoachwasverynicetome,andIenjoyplayingfootballwithmynewfriends.I’mabitworriedaboutkeepingupwiththeotherstudentsinmyadvancedcourse,anditwasquitedifficulttogetusedtoallthehomework.Still,I’mhappytobehere.Studyinghardisn’talwaysfun,butI’llbewellpreparedforuniversityorwhateverelsecomesinthefuture.要求：请根据以上材料，设计该阅读课while-reading(读中)部分的教学方案，具体需要完成以下任务：(1)说明读中部分的教学目标；(2)说明读中部分的教学重难点；(3)设计具体的教学活动并说明每个活动的设计意图。参考答案(1)TeachingObjectivesofwhile-readingpart①Knowledgeobjectives:Studentscanmasterthecorevocabularysuchaschallenge,confusing,recommend,signup,keepupwith,andunderstandthestructureofthetext,sortoutthechangesandfeelingsoftheauthorafterenteringseniorhighschool;②Abilityobjectives:Studentscanimprovetheabilityofskimmingtogetthegeneralideaandscanningtogetspecificinformation,canusethelearnedwordsandphrasestoexpresstheirownlifeexperience;③Emotionalobjectives:Studentscanrealizethatnewchallengesarenormalinlife,establishtheconfidencetoadapttothenewenvironmentofseniorhighschool;④Corecompetencyobjectives:Studentscandeveloplogicalthinkingabilityofsortingoutinformation,improvetheawarenessofsharingexperiencewithpeers,improvelanguageabilityandthinkingquality.(2)KeyandDifficultPoints①Keypoints:Studentscansortouttheinformationofthetextcorrectly,masterthecorevocabularyandsentencepatterns,masterthebasicstructureofthenarrativetext;②Difficultpoints:Studentscanunderstandtheauthor'semotionalchanges,digthethemeofthetext,andcancorrectlyusethelearnedlanguagetoexpressrelatedcontent.(3)TeachingActivitiesandDesignIntentionsActivity1:Skimmingforgeneralidea(8minutes)Teacherasksstudentstoreadthetextquicklywithin3minutes,andfinishtwotasks:a.Dividethetextintodifferentpartsandsummarizethemainideaofeachpart;b.Fillintheblank:Thetextmainlytalksabout______.Afterstudentsfinishreading,theteacherinvites2studentstosharetheiranswers,andthensummarizesthestructureofthetext:Part1(Para1)raisesthetopic:enteringseniorhighschoolisabigchallenge;Part2(Para2-Para3)introducestwochangestheauthorfaced:courseselectionandadaptationtonewenvironment;Part3(Para4)introducestheauthor'scurrentfeelingsandfutureexpectations.DesignIntention:Skimmingisanimportantreadingskillforseniorhighschoolstudents.Thisactivityguidesstudentstoquicklygrasptheoverallstructureandmainideaofthetext,cultivatesstudents'abilitytosortouttextcontextandtheoverallperceptionabilityofthetext,completesthefirststepoftextunderstanding,whichconformstothecognitivelawofreadingfromwholetopart.Activity2:Scanningforspecificinformation(10minutes)Teacherasksstudentstoreadthetextcarefullyagain,andcompletethefollowinginformationsortingtableindependently:AspectsContentCoursestheauthorchose______Whydidtheadviserrecommendadvancedliterature?______Whatclubdidtheauthorjoin?______Whatistheauthor'scurrentfeeling?______DesignIntention:Thisactivitytrainsstudents'scanningskilltoobtainspecificinformation,enablesstudentstocomprehensivelygraspthedetailedcontentofthetext,cultivatesstudents'abilityofinformationscreeningandsorting,theformofcheckinganswersinpairsalsocultivatesstudents'abilityofpeerassessmentandcooperativelearning.Activity3:Languageexplorationandlearning(10minutes)Teacherpicksoutthecorevocabularyand